knowledge
See this word as a collocate cloud
he said that the intimate | knowledge | of any country must form |
s argument that the intimate | knowledge | of any country must form |
scholars with the most intimate | knowledge | of dost those best able |
d laughed contentedly their intimate | knowledge | of each other signalling a |
i confess to having intimate | knowledge | of that matter i hope |
james boyle with his intimate | knowledge | of the sac and its |
go any further into intimate | knowledge | that we may have i |
leaves them with only the | knowledge | of lists of vocabulary items |
culture hendry found that the | knowledge | of north east scots vocabulary |
with the subject matter building | knowledge | of the field of vocabulary |
hendry investigated the child s | knowledge | of vocabulary this study probed |
for the propagation of christian | knowledge | committee directors meetings register house |
for the propagation of christian | knowledge | general meetings iii 51 scottish |
for the propagation of christian | knowledge | general meetings register house edinburgh |
happy christian rejoicing in the | knowledge | that christ is your saviour |
economy that is based on | knowledge | and service to people there |
the developing global economy where | knowledge | and skills are what matter |
s most competitive and dynamic | knowledge | based economy capable of sustained |
and 19 touch on the | knowledge | based economy which also relates |
who can add to that | knowledge | economy 11 30 robert mooney |
aberdeen are committed to the | knowledge | economy and business to business |
europe s place in the | knowledge | economy and for ensuring that |
underpin the transformation to the | knowledge | economy council of the european |
pursuing the creation of a | knowledge | economy to put in place |
take advantage of the experience | knowledge | and skills of the over |
learning in order to gain | knowledge | develop skills and transfer these |
gaining new skills and new | knowledge | is a lifetime opportunity it |
people with the skills and | knowledge | needed to thrive in the |
want fully to utilise pharmacists | knowledge | skills and expertise in working |
we need to build up | knowledge | skills and understanding within the |
should develop pupils skills and | knowledge | so that they can realise |
the transformation to the new | knowledge | based society has the potential |
address the challenges of the | knowledge | based society that seems to |
are based on the latest | knowledge | it must put the needs |
in norway based on his | knowledge | of scandinavian languages millar described |
an estimate based on exact | knowledge | of two thirds of plots |
has been based on a | knowledge | that people feel more confident |
argument about expertise from my | knowledge | which is based on the |
watson msp indicated that the | knowledge | and experience of group members |
that the 18 judges have | knowledge | and experience of the main |
they give of their experience | knowledge | and time as carers volunteers |
on my previous experience and | knowledge | but the committee and its |
their experience and first hand | knowledge | helpful and i was impressed |
drawing on their experience and | knowledge | of language change and variation |
members have any experience or | knowledge | of whether appeals have worked |
doing so to contribute to | knowledge | about how language works to |
handwriting and presentation and acquire | knowledge | about language 3 the message |
sensitivity to how language works | knowledge | about language and an increased |
development of an in depth | knowledge | about language and how it |
reported in carter r ed | knowledge | about language and the curriculum |
children in carter r ed | knowledge | about language and the curriculum |
teaching grammar but upon creating | knowledge | about language as pupils meet |
approach which has become the | knowledge | about language aspect of both |
texts the question of explicit | knowledge | about language being imparted to |
5 how do we teach | knowledge | about language describes some of |
be used naturally and relevantly | knowledge | about language expands to meet |
an awareness of genre and | knowledge | about language for writing pupils |
with english and i think | knowledge | about language is a crucial |
of language learning is proposed | knowledge | about language is the right |
into language classroom approaches to | knowledge | about language it may be |
writing the main advantage for | knowledge | about language of this approach |
carter 1994 who suggested that | knowledge | about language requires a methodology |
terms are outlined in the | knowledge | about language strands of english |
not the essence of teaching | knowledge | about language teachers often ask |
valid context for using the | knowledge | about language terminology of 5 |
how should scottish children gain | knowledge | about the structure of language |
have in there details about | knowledge | for language [cough] it will |
nationality act 1981 specified that | knowledge | of gaelic satisfies the language |
would be willing to incorporate | knowledge | of language into the english |
learning it has a formidable | knowledge | of language issues in scotland |
agree that the link between | knowledge | of the first language and |
uncompromising scots he she has | knowledge | of the language as a |
distinguished competence our underlying idealised | knowledge | of the language from performance |
and will have a developing | knowledge | of two language systems english |
of a much more explicit | knowledge | than his pupils about language |
explicit links between the pupils | knowledge | of english and of the |
helping pupils gain a better | knowledge | of how both the first |
upon these two areas of | knowledge | the pupils in s3 4 |
students to understand how this | knowledge | can be transferred to help |
students have a sound basic | knowledge | of the grammar of the |
moral growth it gives students | knowledge | of their cultural milieu and |
students should apply this conceptual | knowledge | to an investigation of linguistic |
the author herself to portray | knowledge | and appreciaton of burns s |
the beginning of germany s | knowledge | of burns as opposed to |
the epistle also demonstrates her | knowledge | of burns s characteristic poetic |
she also acknowledged burns s | knowledge | of the psalms and the |
procedure with tremendous energy and | knowledge | on a spot where burns |
at prior learning and prior | knowledge | ehm and reading that s |
and progressive learning continuum where | knowledge | gained in one section is |
they will have a developing | knowledge | about two major european languages |
me french she encouraged the | knowledge | of other languages as well |
which presently exists in our | knowledge | of scotland s languages and |
is now well known that | knowledge | of two languages makes it |
own and other languages this | knowledge | then is not merely relevant |
tae the best o ma | knowledge | aa thaim ferms ir nou |
to the best of your | knowledge | and belief what do you |
tae the best o ma | knowledge | bade wi nellie an hir |
to the best of my | knowledge | it didn t go on |
tae the best o ma | knowledge | wrocht aa his wurkin life |
and a great deal of | knowledge | on many occasions without resorting |
without the british government s | knowledge | or authority it may be |
centre training course without the | knowledge | or involvement of the local |
and a matter of common | knowledge | without an appellant having to |
to crystallise the learner s | knowledge | about how this aspect of |
substantially expand the volume of | knowledge | about income which is not |
there was a lack of | knowledge | about services and how to |
simpson said it all the | knowledge | about the situation with the |
name of the black shield | knowledge | about this conspiracy had been |
6 they bring with them | knowledge | of english and of one |
board that he has that | knowledge | of english which in the |
board that he has that | knowledge | of english which in the |
effect o- of erm [tut] | knowledge | of gaelic on the english |
third sector are almost common | knowledge | certainly most members are aware |
i do not have sufficient | knowledge | of the university sector to |
analysis of lyndsay mcintosh s | knowledge | of the voluntary sector i |
voluntary sector and has little | knowledge | of what that sector was |
and many with a substantial | knowledge | of scots but we do |
eh [laugh] where eh where | knowledge | of scots has never been |
colloquial speech or a sound | knowledge | of scots idiom and syntax |
mm mm m762: obviously my | knowledge | of scots is is fragmentary |
to expand the children s | knowledge | of scots the school had |
work of rls are common | knowledge | to most scots at least |
dowp druid dru oak wid | knowledge | wid scots forest wirds war |
s jist amazin foo much | knowledge | aabody his in their heids |
small communities and their specialised | knowledge | and social practices the loss |
should constitute part of their | knowledge | and understanding of where they |
their expression 3 discourse competence | knowledge | of different linguistic genres together |
speakers who would conceal their | knowledge | of doric f606: uh huh |
the credibility perhaps to their | knowledge | of gaeldom m1007: yeah m1008: |
share cultures and spread their | knowledge | of other cultures are doing |
the marginalisation and resultant declining | knowledge | of song traditions and their |
their written work against their | knowledge | of the grammar system in |
have to draw upon their | knowledge | of the process being described |
beyond my large audience s | knowledge | their bafflement was palpable and |
freely of their time and | knowledge | to help achieve the completion |
notemaking and they imparted their | knowledge | willingly and with pleasure the |
process children learn to assimilate | knowledge | internally through making notes in |
information helping children to access | knowledge | successfully from informational texts involves |
was not given for our | knowledge | but to change our lives |
still strict limits to our | knowledge | conclusion it is inevitable that |
still large gaps in our | knowledge | of its historical evolution that |
us all in improving our | knowledge | of our culture and in |
to some degree with our | knowledge | of police initiatives and changes |
was a substantial time ago | knowledge | of that might facilitate our |
the present state of our | knowledge | of the bible we regret |
is how to utilise this | knowledge | appropriately in such teaching it |
the same time a sound | knowledge | of how legislation would impact |
been a surprising lack of | knowledge | among local hoteliers of the |
the stories of people and | knowledge | and all that erm and |
of endurance in love self | knowledge | and an understanding of fortune |
2002 i write with the | knowledge | and approval of mr [censored: forename] |
i was impressed by the | knowledge | and commitment of all those |
brian is a fund of | knowledge | and has been a staunch |
she had that kind of | knowledge | and if she had done |
programmes and activities in promoting | knowledge | and remembrance of the suffering |
to enforce the idea of | knowledge | as a thing to be |
kind of consolidates your own | knowledge | base as well because you |
not for a lack of | knowledge | but because of her poor |
an authoritative view of current | knowledge | by securing contributions from the |
through initiatives aimed at improving | knowledge | developing exchanges of information and |
the process of making such | knowledge | explicit should not be imposed |
place or the centre of | knowledge | f606: mm f1067: then anyone |
reasons but for reasons of | knowledge | history and understanding that young |
[?]not[/?] of a lot of | knowledge | m608: aye m1163: i do |
a lot of eh maybe | knowledge | o tom leonard s work |
individuals or organisations with specialist | knowledge | of any of the devolved |
could save you but the | knowledge | of assurance filled you with |
session will make this easier | knowledge | of copyright issues will of |
the levels of use and | knowledge | of doric in the region |
one approaches it from a | knowledge | of europe i was head |
t have any kind of | knowledge | of f1151: mmhm f1150: glasgow |
research and action to ensure | knowledge | of food safety matters s1w |
a very very good head | knowledge | of gaelic erm f606: mmhm |
concise oxford dictionary denied all | knowledge | of hellery i looked at |
personal freedom but carrying the | knowledge | of her mother and grandmother |
ago scottish employers lack of | knowledge | of it was mentioned time |
with people who had no | knowledge | of it what was the |
contact with the tenants tenants | knowledge | of licensing was not bad |
10 15 dr murray my | knowledge | of mscs is that they |
test of the child s | knowledge | of north east phonemes e |
end insert and as having | knowledge | of relevant mental health legislation |
sufficient to assume a partial | knowledge | of sentences and non sentences |
masts the council might have | knowledge | of some of the research |
members have experienced my full | knowledge | of spanish and farsi or |
role and showed an excellent | knowledge | of stagecraft and real talent |
other members have more detailed | knowledge | of such work than i |
t have before and my | knowledge | of that and my use |
lines with only my elementary | knowledge | of the alphabet good dinner |
authorities given the committee s | knowledge | of the area i would |
a college education a thorough | knowledge | of the bible is worth |
roosevelt said this a thorough | knowledge | of the bible is worth |
taken christine grahame your background | knowledge | of the case is certainly |
would be expected to demonstrate | knowledge | of the following grammatical points |
the important role played by | knowledge | of the grammar system is |
provide one enabled by the | knowledge | of the law he was |
any person who to the | knowledge | of the managers of the |
form part of the tacit | knowledge | of the market and are |
formed part of the tacit | knowledge | of the market place known |
shown considerable interest in and | knowledge | of the matters under discussion |
benefits local authorities lacked solid | knowledge | of the numbers and locations |
speculation perhaps assumes too much | knowledge | of the poet s mental |
the bill i had no | knowledge | of the process of undertaking |
these activities we require a | knowledge | of the sizes of these |
take it that you have | knowledge | of the statement can i |
deep though not necessarily wide | knowledge | of the subject the pamphleteer |
right mmhm mm m762: my | knowledge | of urdu is er basic |
is a great encyclopedia of | knowledge | out there just waiting to |
powers of expression wide ranging | knowledge | penetrating originality of thought and |
account of advances in scientific | knowledge | since being published is there |
for the application of the | knowledge | so generated to improvements in |
insatiably at the well of | knowledge | stevenson as we know had |
indicates the level of prior | knowledge | that a student should bring |
that a lot of her | knowledge | was to do with the |
presiding officer i have no | knowledge | whatever of the point that |
reading the book cells of | knowledge | which i d been looking |
s part of culture and | knowledge | yeah f639: yeah even if |
can use to gain new | knowledge | and access to the internet |
cutting out a path to | knowledge | undefiled with use or usufruct |
doesn t have any gardening | knowledge | either there is a clump |
brain s the tree where | knowledge | sits and sings in the |
had meant ye tae hae | knowledge | a wid hae sent ye |
the scottish parliament on information | knowledge | and enlightenment dinner we had |
if we had had such | knowledge | but had failed to apply |
had to submit to his | knowledge | in that area an that |
that the person permitting had | knowledge | not only that something was |
man is outwith my direct | knowledge | i understand that the relevant |
the north east to my | knowledge | quarterers survived till between the |
long term care to my | knowledge | that figure has never been |
kid i have to my | knowledge | you used to call him |
to know that but the | knowledge | is not much comfort to |
have access to the new | knowledge | and those that are marginalised |
the universe being evermore self | knowledge | this poem is arguably the |
has not been made public | knowledge | or is that just the |
to display her wide worldly | knowledge | she discusses with the dreamer |
citizens with confidence in the | knowledge | that we will tackle the |
have nearly disappeared from all | knowledge | by the younger folk yet |
a m741: yeah m605: good | knowledge | base and she m741: yeah |
yursel an turns writin and | knowledge | intae objects t be consumed |
functions respectively knowledge transforming and | knowledge | telling the australian approach to |
further excerpts from a general | knowledge | text and various ballads which |
anywhere in scotland in the | knowledge | that national regulations and standards |
internal and external functions respectively | knowledge | transforming and knowledge telling the |
s impressed at your movie | knowledge | never pictured you wi a |
m608: uh huh to your | knowledge | was this the first er |
o wisdom whar der is | knowledge | da rooms is weel plenished |
is taking to create a | knowledge | environment in local government integrating |
bliss ye ve got the | knowledge | noo but this is aw |
decision is made in the | knowledge | that it is in the |
decision making castrated by his | knowledge | as well as by his |
yearning in desire to follow | knowledge | like a sinking star beyond |
me to succumb to the | knowledge | that jimmy choos were stupidly |
i lie i haud the | knowledge | o delicht o fa daur |
give three prizes for scripture | knowledge | one for each division the |
they d sookit in the | knowledge | that man s chief eyn |
the conference in the full | knowledge | that the organisation was a |
the teacher s own linguistic | knowledge | the scce bulletin claimed that |
that again it s probably | knowledge | [inaudible] translating gerard manley hopkins |
t enforce d idea o | knowledge | as a ting t be |
snippetie till e store o | knowledge | aboot e north east so |
tae gether lear an classic | knowledge | before gaun on tae embro |